Computer Programming CG

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY – COMPUTER PROGRAMMING

K to 12 ICT -- Computer Programming Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 20

These are the list of specializations and their pre-requisites.

Specialization Number of Hours Pre-requisite

1. A

GR

I-F

ISH

ER

Y A

RT

S

Animal Production (NC II) 480 hours

2. Aquaculture (NC II) 320 hours

3. Artificial Insemination (Ruminants) (NC II) 160 hours Animal Production

4. Artificial Insemination (Swine) (NC II) 160 hours Animal Production

5. Crop Production (NC I) 320 hours

6. Fish Nursery Operation (NC II) 160 hours

7. Fish or Shrimp Grow Out Operation (Non NC) 160 hours Aquaculture

8. Fish Wharf Operation (NC I) 160 hours Fish or Shrimp Grow Out Operation

9. Food (Fish) Processing (NC II) 640 hours

10. Horticulture (NC II) 640 hours

11. Landscape Installation and Maintenance (NC II) 320 hours Crop Production

12. Organic Agriculture (NC II) 320 hours Crop Production

13. Pest Management (NC II) 320 hours Crop Production

14. Rice Machinery Operation (NC II) 320 hours Crop Production

15. Slaughtering Operation (NC II) 160 hours Animal Production

1.

HO

ME

EC

ON

OM

IC

S

Beauty/Nail Care (NC II) 160 hours 40 hours of the subject during exploratory Grade 7/8

2. Attractions and Theme Parks (NC II) 160 hours

3. Bread and Pastry Production (NC II) 160 hours

4. Caregiving (NC II) 640 hours 40 hours of the subject during exploratory Grade 7/8

5. Cookery (NC II) 320 hours 40 hours of the subject during exploratory Grade 7/8

6. Dressmaking (NC II) 320 hours

7. Food and Beverage Services (NC II) 160 hours

8. Front Office Services (NC II) 160 hours 40 hours of the subject during exploratory Grade 7/8

9. Hairdressing (NC II) 320 hours

10. Handicraft (Basketry, Macrame) (Non-NC) 160 hours

11. Handicraft (Fashion Accessories, Paper Craft) (Non-NC) 160 hours

12. Handicraft (Needlecraft) (Non-NC) 160 hours

13. Handicraft (Woodcraft, Leathercraft) (Non-NC) 160 hours

14. Household Services (NC II) 320 hours 40 hours of the subject during exploratory Grade 7/8

15. Housekeeping (NC II) 160 hours

16. Tailoring (NC II) 320 hours 40 hours of the subject during exploratory Grade 7/8

17. Tour Guiding Services (NC II) 160 hours

18. Tourism Promotion Services (NC II) 160 hours

19. Travel Services (NC II) 160 hours

20. Wellness Massage (NC II) 160 hours




Specialization Number of Hours Pre-requisite

1.

ICT

Computer Hardware Servicing (NC II) 320 hours

2. Animation (NC II) 320 hours

3. Computer Programming (NC IV) 320 hours

4. Contact Center Services (NC II) 320 hours

5. Illustration (NC II) 320 hours

6. Medical Transcription (NC II) 320 hours

7. Technical Drafting (NC II) 320 hours

1.

IND

US

TR

IAL A

RT

S

Automotive Servicing (NC I) 640 hours

2. Carpentry (NC II) 640 hours

3. Consumer Electronics Servicing (NC II) 640 hours

4. Electrical Installation and Maintenance (NC II) 640 hours

5. Masonry (NC II) 320 hours

6. Plumbing (NC I) 320 hours

7. Plumbing (NC II) 320 hours Plumbing (NC I)

8. Refrigeration and Airconditioning Servicing (NC II) 640 hours

9. Shielded Metal Arc Welding (NC I) 320 hours

10. Shielded Metal Arc Welding (NC II) 320 hours Shielded Metal Arc Welding (NC I)

11. Tile Setting (NC II) 320 hours




(160 hours) Course Description:

This is a specialization course that leads to a Computer Programming National Certificate Level IV (NC IV). It covers Personal Entrepreneurial Competencies

(PECs), Environment and Market (EM), five (5) Common Competencies, and two (2) Core Competencies that a high school student ought to possess, namely: 1) designing

program logic, and 2) applying program development approach.

The preliminaries of this specialization course include the following: 1) discussion of the relevance of the course, 2) explanation of key concepts of common

competencies, 3) explanation of core competencies relative to the course. and 4) exploration on career opportunities.

CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE

Introduction

1. Relevance of the course 2. Concepts and core competencies

in Computer Programming 3. Career opportunities

The learners demonstrate an understanding of

key concepts, underlying principles and core

competencies in Computer

Programming

The learners shall be able to

independently

create/provide

quality and

marketable product

and/or service in

Computer

Programming, as

prescribed by

TESDA Training

Regulations

The learners… 1. Discuss the relevance of the

course 2. Explain key concepts of

common competencies

3. Explain core competencies of Computer Programming

4. Explore job opportunities for Computer Programming as a

career

LESSON 1: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)

1. Assessment of Personal Competencies and Skills (PECs)

vis-à-vis a practicing entrepreneur/ employee in

locality/town

1.1 Characteristics 1.2 Attributes

1.3 Lifestyle 1.4 Skills

1.5 Traits

2 Analysis of PECs in relation to a practitioner

3 Align, strengthen and develop one’s PECs based on the result

The learners demonstrate an

understanding of

one’s PECs in

Computer Programming


recognize his/her PECs and prepares an

activity plan that

aligns with that of a practitioner/entrepr

eneur in Computer Programming

LO 1. Recognize PECs needed in Computer Programming

1.1 Assess one’s PECs: characteristics, attributes,

lifestyle, skills, and traits

1.2 Assess practitioner’s: characteristics, attributes,

lifestyle, skills, traits 1.3 Compare one’s PECs with that

of a practitioner

/entrepreneur 1.4 Align one’s PECs with that of

a practitioner/entrepreneur

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LESSON 2: ENVIRONMENT AND MARKET (EM)

1. Market (Locality/town) 2. Key concepts of market

3. Players in the market (Competitors)

4. Products and services available

in the market


understanding of

environment and

market in Computer

Programming in one’s

locality/town


create a business vicinity map reflective of

potential market in

Computer Programming in a

locality/town

LO 1. Recognize and understand the market in

Computer Programming 1.1 Identify the

players/competitors within the

town 1.2 Identify the different

products/services available in the market

TLE_EM9-12-Ia-1

5. Market (Customer)

6. Key concepts of identifying and understanding the

consumer

7. Consumer Analysis through: 7.1 Observation

7.2 Interviews 7.3 Focus Group Discussion

(FGD) 7.4 Survey

LO 2. Recognize the potential

customer/market in Computer Programming

2.1 Identify the profile of

potential customers 2.2 Identify the customer’s needs

and wants through consumer analysis

2.3 Conduct consumer/market analysis

TLE_EM9-12-Ia-2

LESSON 3: USE HAND TOOLS AND EQUIPMENT (UT)

1. Hand tools in Computer

Programming

The learners

demonstrate an

The learners shall be

able to

LO 1. Prepare hand tools and

equipment in Computer TLE_ICTCP9-12UT-Ib-1





2. Equipment in Computer Programming

understanding of

hand tools and equipment in

Computer

Programming

independently use hand tools and

equipment in Computer

Programming

Programming 1.1 List hand tools and equipment

based on job requirements 1.2 Identify appropriate hand

tools and equipment

1.3 Classify hand tools and equipment according to

function and task requirement

3. Procedure in accomplishing forms: 3.1 Job order slips

3.2 Tools and materials requisition slips

3.3 Borrower’s slip 4. Requisition procedures

LO 2. Inspect hand tools and equipment received in

Computer Programming 2.1 Check the list of tools and

equipment requested per job requirement

2.2 Inspect the requested tools

and equipment 2.3 Assess the condition of all

hand tools and equipment for proper operation and safety

TLE_ICTCP9-12UT-Ic-2

LESSON 4: MAINTAIN HAND TOOLS, EQUIPMENT AND PARAPHERNALIA (MT)

1. Safety procedures in using hand tools and equipment

2. Procedures in cleaning, 2.1 tightening and simple repairs

of hand tools, equipment,

and paraphernalia 3. Common malfunction in hand

tools, equipment and paraphernalia

4. Reporting to property custodian


understanding of

concepts and

underlying principles in

maintaining hand tools,

equipment, and

paraphernalia


independently perform maintenance of

hand tools,

equipment, and, paraphernalia

LO 1. Use and maintain hand tools, measuring instrument

and equipment 2.1 Perform safety procedures in

using hand tools and

equipment 2.2 Follow procedures in

cleaning, tightening and simple repairing of hand

tools, equipment, and

paraphernalia 2.3 Identify common malfunctions

(unplanned or unusual events) when using tools,

equipment, and paraphernalia 2.4 Follow procedures in

TLE_ICTCP9-12MT-Id-1





preparing a report to property custodian

LESSON 5: PERFORM MENSURATION AND CALCULATION (MC)

1. Measuring instruments

/Measuring tools 2. Proper handling of measuring

instruments

The learners

demonstrate an understanding

of

concepts and underlying

principles in performing

measurement and calculation


able to independently perform

accurate

measurement and calculation based on

a given task

LO 1. Select measuring

instruments 1.1 Interpret object or component

to be measured according to

the appropriate regular geometric shape

1.2 Select measuring tools appropriate to the object to

be measured based on job requirements

1.3 Obtain correct specification

from relevant sources 1.4 Select appropriate measuring

instruments according to job requirements

1.4 Use alternative measuring

tools without sacrificing cost and quality of work

TLE_ICTCP9-12MC-Ie-1

3. Trade Mathematics/Mensuration

3.1 Four fundamental operations 3.2 Kinds of measurement

3.3 Dimensions 3.4 Ratio and proportion

3.5 Trigonometric functions

LO 2. Carry out mensuration

and calculation 2.1 Perform calculation needed to

complete task using the four mathematical fundamental

operations (addition,

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3.6 Algebraic equations 3.7 Fractions, percentage and

decimals 3.8 Conversion

4. Numbering Systems

4.1 Decimal 4.2 Binary

4.3 Octal 4.4 Hexadecimal

5. American Standardized Code for

Information Interchange (ASCII) table and other data

representation tables 6. Arithmetic operations on binary

values 7. Numbering systems conversion

7.1 Decimal to any numbering

system 7.2 Binary to any numbering

system 7.3 Octal to any numbering

system

7.4 Hexadecimal to any numbering system

8. Measuring memory and file capacity

subtraction, multiplication and division)

2.2 Employ different techniques in checking for the accuracy of

the computation

2.3 Identify the storage capacity of media

2.4 Perform arithmetic computation on different

numbering systems

2.5 Identify the machine equivalent values of human-

readable characters using ASCII Table

2.6 Measure the storage requirement of a file

2.7 Compute for the storage

requirement of files

LESSON 6: PREPARE AND INTERPRET TECHNICAL DRAWING (ID)

1. Drawing symbols, signs, and data

2. Trade mathematical conversions

The learners


of concepts and

underlying

principles in preparing and

interpreting technical

drawings in

Computer


able to independently read and

interpret technical drawings accurately

LO 1. Analyze signs, symbols,

and data 1.1 Prepare tools and instruments

used in Computer Programming

1.2 Interpret signs, symbols, and

data according to job specifications

1.3 Perform simple trade mathematical conversions

TLE_ICTCP9-12ID-Ig-1





Programming

3. Basic illustration

4. Technical plans and schematic

diagram 5. Symbols and abbreviations

LO 2. Interpret illustration

drawings and plans

2.1 Identify illustration tools and materials to be used in

preparing a simple illustration 2.2 Identify dimensions and

specifications according to

job requirements

TLE_ICTCP9-12ID-Ih-2

LESSON 7: PRACTICE OCCUPATIONAL HEALTH AND SAFETY (OHS) PROCEDURE (OS)

1. Safety procedures

2. Identification of hazards, risks, and control

3. For users and technicians 4. Damage equipment

5. Environment

6. Organizational safety and health protocol

7. OHS indicators

The learners


of concepts and

underlying

principles of Occupational

Health and Safety

Procedure in relation to

health and risk

hazards in the workplace


able to independently observe

precautionary measures and

responds to OHS

procedures in the workplace, as

prescribed by TESDA Training

Regulations

LO 1. Identify hazards and

risks

1.1 Follow OHS policies and

procedures in identifying hazards and risks

1.2 Explain hazards and risks in

the workplace 1.3 Identify hazards and risks

indicators as prescribed by the manufacturer

1.4 Apply contingency measures in accordance with the OHS

procedures

TLE_ICTCP9-12OS-Ii-1

8. Safety regulations in the

workplace 9. Methods of controlling hazards

and risks 10. Disaster preparedness and

management

LO 2. Evaluate and control

hazards and risks 2.1 Determine the effects of

hazards in the workplace 2.2 Identify the methods in

controlling hazards and risks

2.3 Follow OHS procedures for controlling hazards and risks

TLE_ICTCP9-12OS-Ij-2

11. OHS procedure, practices and regulations

12. Emergency-related drills and

training

LO 3. Maintain Occupational Health and Safety

3.1 Observe established

procedures in responding to

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emergency-related drill 3.2 Fill-up OHS personal records

in accordance with workplace requirement

LESSON 8: DESIGNING PROGRAM LOGIC (PL)

1. The program design and

structure

2. Flowchart symbols 3. Algorithm

4. Pseudo Code 5. Elements of Programming

Language 6. Program Control Structure

7. Program constructs/

modules/objects

The learners

demonstrate an

understanding of

the concept and underlying

principles of designing

program logic


able to

independently design

program logic based

on job

requirements, as

prescribed by the

TESDA Training

Regulations

LO 1. Select the program logic

design approach

1.1 Obtain design documentation 1.2 Identify systems

specifications and requirements 1.3 Select the

design approach to be followed in coding

1.4 Identify the applicable

diagram based on the job requirements

1.5 Identify the required links 1.6 Identify the required modules

TLE_ICTCP9-12PL-IIa-1

8. Coding the Programs

9. Steps/Procedures to document the program

10. Application of documentation

tools 11. Printing the programs

LO 2. Document the program

logic or design 2.1 Follow project standards in

structuring diagrams of

program flow and modules 2.2 Document the program scope

and limits according to project standards

2.3 Document special routines or

procedures according to project standards

2.4 Follow project standards in creating special routines or

procedures 2.5 Identify references for tables,

files, inputs, outputs, and

other program functionalities

TLE_ICTCP9-12PL-IIa-j-2





according to project standards 2.6 Revise references for tables,

files, inputs, outputs, and other program functionalities

according to project standards

2.7 Use applicable templates

12. Review the designed program logic

flow 13. Coding, Compiling and

Debugging

14. Program or design specifications 15. Test and implementation of the

program 16. Duties and responsibilities of:

16.1 User/Client

16.2 Systems Analyst 16.3 Systems Designer

16.4 Systems Developer/ Programmer

16.5 Quality Assurance Officer 16.6 Database Administrator

16.7 Supervisor

16.8 Document Officer 17. Techniques in gathering

feedback/input from appropriate persons

LO 3. Validate the design

3.1 Check program flow for interfaces and compliance to

design documentation requirements

3.2 Check states or conditions for

interfaces and compliance to design documentation

requirements 3.3 Discuss the different duties

and responsibilities of persons

involved in project development

3.4 Gather feedback/input from appropriate persons as

needed

TLE_ICTCP9-12PL-IIIa-j-3

LESSON 9: APPLYING PROGRAM DEVELOPMENT APPROACH (PD)

1. Concept of Programming

Languages

2. Evolution of Programming Languages

3. Integrated Development Environment

4. Graphical User Interface 5. Procedures of Programming

6. Writing Elementary Program

The learners

demonstrate an

understanding of

concepts and underlying principles of applying

program development approach


able to

independently create a software

development plan that applies

applicable program development

approach, as prescribed by

TESDA Training Regulations

LO 1. Determine and select

appropriate program

development approach 1.1 Select appropriate program

development approach 1.2 Determine appropriate

program activities based on the job requirements

1.3 Create an initial plan that

TLE_ICTCP9-12PD-IVa-e-

1





will guide the program development process

7. Use of documentation tools:

7.1 Word processing Software

7.2 Visio 7.3 Smart draw

7.4 CASE tools 7.5 Client documentation

standards 8. Program specifications and user

requirements

9. Programming elements 10. Procedures in writing and

developing program 11. Programming constructs/

modules/ objects

12. Naming conventions 13. Resources Required in

Programming 14. Managing lessons learned

LO 2. Apply the selected

development approach

2.1 Use a documentation tool for program development

2.2 Draw program structure and organization

2.3 Define naming conventions 2.4 Use proper naming

conventions

2.5 Document input and output forms

2.6 Document program flow and processes

2.7 Identify resources for coding

Identify resources for testing programs

2.8 Check programming activities with the development plan

2.9 Review opportunities for improvement, lessons

learned, and possible

recommendations for future projects

2.10 Document opportunities for improvement, lessons

learned, and possible

recommendations for future projects

2.12 Present program deliverables to appropriate person for

approval

TLE_ICTCP9-12PD-IVf-j-

2




(160 hours)

Course Description:

This is a specialization course that leads to a Computer Programming National Certificate Level IV (NC IV). It covers Personal Entrepreneurial Competencies

(PECs), Environment and Market (EM) and two (2) core competencies that a high school student ought to possess, namely: 1) applying programming skills in a second

language, and 2) applying object-oriented programming language skills.

The preliminaries of this specialization course include the following: 1) discussion of the relevance of the course, 2) explanation of core competencies relative to the course, and 3) exploration of career opportunities.


Introduction

1. Relevance of the course 2. Core competency in Computer

Programming

3. Career opportunities


understanding of underlying principles and core

competencies in Computer

Programming


independently creates/provides

quality and marketable product and/or service in Computer

Programming as prescribed in

the TESDA Training Regulations

The learners…

1. Discuss the relevance of the course

2. Explain the core

competencies in Computer Programming

3. Explore job opportunities for Computer Programming as a

career

Lesson 1: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)

1. Assessment of Personal

Competencies and Skills (PECs) vis-à-

vis a practicing entrepreneur/employee in a province

1.1 Characteristics 1.2 Attributes

1.3 Lifestyle

1.4 Skills 1.5 Traits

2. Analysis of PECs in relation to a practitioner

3. Application of PECs to the chosen business/career


understanding of

one’s PECs in Computer Programming


independently create a plan of

action that strengthens/further develops one’s PECs in


LO 1. Develop and

strengthen PECs needed in

Computer Programming 1.1 Identify areas for

improvement, development, and growth

1.2 Align one’s PECs according

to his/her business/career choice

1.3 Create a plan of action that ensures success of his/her

business/career choice

TLE_PECS9-12-Ia-1

Lesson 2: ENVIRONMENT AND MARKET (EM)

1. Product Development 2. Key concepts of developing a

product 3. Finding Value

4. Innovation

4.1 Unique Selling Proposition

The learners demonstrate an understanding of

environment and market in Computer Programming in

one’s locality

The learners shall be able to independently create a

business vicinity map reflective of potential market in

Computer Programming within

a province

LO 1. Develop a product/ service in Computer

Programming 1.1 Identify what is of “Value”

to the customer

1.2 Identify the customer to sell

TLE_EM9-12-Ia-1





(USP) to 1.3 Explain what makes a

product unique and competitive

1.4 Apply creativity and

Innovative techniques to develop marketable product

1.5 Employ a Unique Selling Proposition (USP) to the

product/service

5. Selecting Business Idea 6. Key concepts in Selecting

a Business Idea 6.1 Criteria

6.2 Techniques

LO 2. Select a business idea based on the criteria and

techniques set 2.1 Enumerate various criteria

and steps in selecting a

business idea 2.2 Apply the criteria/steps in

selecting a viable business idea

2.3 Determine a business idea

based on the criteria/techniques set

TLE_EM9-12-Ia-2

7. Branding LO 3. Develop a brand for the product

3.1 Identify the benefits of having a good brand

3.2 Enumerate recognizable

brands in the town/province 3.3 Enumerate the criteria for

developing a brand 3.4 Generate a clear and

appealing product brand

TLE_EM9-12-Ib-3





LESSON 3: APPLYING PROGRAMMING SKILLS IN A SECOND LANGUAGE (PS)

1. Semantics and Syntax

2. Elements of Programming

3. Program Control Structure


understanding of

basic concepts, and underlying principles in

programming in a second language


independently create/provide a

quality and marketable product and/or service in programming

in a second language, as prescribed by TESDA Training

Regulations

LO 1. Apply basic language

syntax and layout

1.1 Follow basic language syntax rules and best

practices in program coding 1.2 Use language-data types,

operators, and expressions

1.3 Use the appropriate language syntax for

sequence, selection, and iteration constructs

TLE_ICTCP9-12PS-

Ic-j-1

4. Algorithm 5. Pseudocodes

6. Arrays 7. Binary files

8. Modular Programming

9. Structured Query Language 9.1.1. (SQL) and other language

facilities 10. Basic Programming Constructs

10.1. Iteration or repetition

10.2 Decision or choice 10.3 Sequence

11. Updating content of a one-dimensional array:

11.1. sequential search 11.2. insertion

11.3. deletion

LO 2. Code using standard algorithms

2.1 Use basic programming-constructs algorithms

2.2 Use modular programming

approach 2.3 Perform sequential search,

insertion, and deletion algorithms to operate on

one-dimensional array

2.4 Code standard sequential access algorithms for text

and binary files 2.5 Use standard sequential

access algorithms for text and binary files

2.6 Use SQL or language

facilities to access databases

TLE_ICTCP9-12PS-IIa-b-2

12. Testing techniques

13. Errors Handling 14. Debugging options

15. Procedures in debugging and editing the program

16. Compiling the program 17. Run the application or program

LO3. Debug code

3.1 Review codes visually 3.2 Review codes by using

debugging tools provided by the system or the

industry 3.3 Use a debugger to trace

code execution

TLE_ICTCP9-12PS-

IIc-3





3.4 Examine variable contents to detect and correct errors

18. Coding Standards

18.1. Java Coding Standards 18.2. GNU Coding Standards

18.3. Client Coding Standards 18.4. Hungarian Notation

19. Documentation techniques

20. Program and documentation standards

21. Internal documentation techniques

LO 4. Document activities

4.1 Follow guidelines for developing a maintainable

code that adheres to a set of coding standards

4.2 Follow internal

documentation standards and tools

4.3 Use internal documentation standards and tools

TLE_ICTCP9-12PS-

IId-f-4


23. Program and documentation standard

24. Users Manual 25. Printing documents of the programs

LO 5. Test code

5.1 Develop simple tests to confirm that the coding

process meets design specifications

5.2 Conduct simple tests to

confirm that the coding process meets design

specifications 5.3 Document the tests

performed 5.4 Correct errors in the code

5.5 Document modifications in

the code

TLE_ICTCP9-12PS-

IIg-j-5

LESSON 4: APPLYING OBJECT-ORIENTED PROGRAMMING LANGUAGE SKILLS (OP)

1. Semantics and Syntax

2. Language Operators 3. Elements of Programming

4. Program Control Structure

5. Modular programming 6. Arrays


understanding of concepts and underlying

principles in object-oriented

programming language


independently create/provide quality and marketable product

and/or service in object-

oriented programming language, as prescribed by

TESDA Training Regulation.

LO 1. Apply basic language

syntax and layout 1.1 Follow basic language

syntax rules and best

practices in program coding 1.2 Use language-data types,

operators, and expressions 1.3 Use the appropriate

language syntax for sequence, selection, and

iteration constructs

1.4 Use the appropriate

TLE_ICTCP9-12OP-

IIIa-e-1





language syntax for iteration constructs

1.5 Use modular programming approach

1.6 Create arrays and arrays of

objects

7. Principles of object–oriented

programming language

8. Encapsulation 9. Inheritance

10. Polymorphism 11. Form, Module, Class, and Objects

LO 2. Apply basic object

oriented principles in the

target language 2.1 Construct a class that

contains primitive member/instance variables

2.2 Construct a class that contains multiple options for

object construction

2.3 Use a user-defined aggregation in a class

2.4 Implement inheritance to at least two (2) levels of depth

2.5 Use polymorphism at a

simple level through inheritance to enable easy

code extension

TLE_ICTCP9-12OP-

IIIf-g-2

12. Integrated Development

Environments (IDEs):

12.1. Visual C++ 12.2. Visual Studio Suite

12.3. Eclipse 12.4. J-Edit

12.5. Code Warrior

12.6. JBuilder 13. Errors Handling

14. Debugging options 15. Procedures in debugging and editing

the program

16. Compiling the program 17. Run the application or program

LO 3. Debug code

3.1 Use an Integrated

Development Environments 3.2 Use language debugging

facilities of any IDE in debugging

3.3 Detect errors using an

applicable program debugging technique

3.4 Resolve errors using an applicable program

debugging technique

TLE_ICTCP9-12OP-

IIIh-j-3

18. Documentation techniques 19. Program and documentation

LO 4. Document activities 4.1 Follow guidelines for

TLE_ICTCP9-12OP-IVa-e-4





standards 20. Internal documentation techniques

developing maintainable code that adheres to a set of

coding standards 4.2 Follow internal

documentation standards

4.3 Use internal documentation standards


22. Program and documentation standard

23. Users Manual 24. Printing documents of the programs

LO 5. Test code

5.1 Develop simple tests to confirm that the coding

process meets design specification

5.2 Conduct simple tests to confirm that the coding

process meets design

specification 5.3 Document the performed

tests 5.4 Apply necessary corrections

to the code and

documentation

TLE_ICTCP9-12OP-

IVf-j-5




GLOSSARY




Code Book Legend

Sample: TLE_ICTCP9-12OP-IVf-j-5

DOMAIN/ COMPONENT CODE

Personal Entrepreneurial Competencies PECS

Environment and Market EM

Use of Hand Tools and Equipment UT

Maintain Hand Tools, Equipment, and Paraphernalia MT

Perform Mensuration and Calculation MC

Prepare and Interpret Technical Drawing ID

Practice Occupational Health and Safety Procedures OS

Designing Program Logic PL

Applying Program Development Approach PD

Applying Programming Skills In A Second Language PS

Applying Object-Oriented Programming Language Skills OP

LEGEND SAMPLE

First Entry

Learning Area and

Strand/ Subject or

Specialization

Technology and Livelihood Education_

Information and Communications

Technology


TLE_ ICT CP

9-12

Grade Level Grade 9/10/11/12

Uppercase Letter/s Domain/Content/ Component/ Topic

Applying Object-Oriented Programming

Language Skills OP

-

Roman Numeral *Zero if no specific

quarter Quarter Fourth Quarter IV

Lowercase Letter/s

*Put a hyphen (-) in between letters to

indicate more than a specific week

Week Week Six to Ten f-j

-

Arabic Number Competency Test Code 5

Technology-Livelihood Education and Technical-Vocational Track specializations may be taken between Grades 9 to 12.

Schools may offer specializations from the four strands as long as the minimum number of hours for each specialization is met.

Please refer to the sample Curriculum Map on the next page for the number of semesters per ICT specialization and those that have pre-requisites. Curriculum Maps may be

modified according to specializations offered by a school.




SAMPLE ICT CURRICULUM MAP

No. Grade 7/8 Grade 9 Grade 10 Grade 11 Grade 12

1

4 sems

4 sems 2

3

4 sems

4 sems 4

5

4 sems

4 sems 6

7 4

sems

4 sems

Contact Center Services (NC II)

Animation (NC II)

*Rice Machinery Operation (NC II)

II)

Computer Hardware Servicing (NC II)

Medical Transcription (NC II) Illustration (NC II) EXPLORATORY


(NC IV) Technical Drafting (NC II)

Documents

Computer Programming CG